Wednesday 1/27/2016: AAEA Press Conference, then AAPS Board Meeting

Ann Arbor teachers have a new evaluation system that involves more testing (of students) and much more paperwork, and they are not happy about it.

Tomorrow, Wednesday, January 27, 2016, the Ann Arbor Education Association (teachers' union) is having a press conference at 6 p.m., at Forsythe Middle School in the Media Center.

After that, the school board meeting will also be at Forsythe Middle School.

The board meeting is supposed to start at 7 p.m., also at Forsythe.

Look at the agenda and board packet here. [The system is not at all intuitive. To see the meeting packet, click on the agenda. The agenda opens up and on the left side of the page, there is a navigation panel that has documents attached. If a document has been uploaded in advance of the meeting.]

Can't be there in person? A nice new feature is that you can live stream the board meetings. Go to this web page and look for the live streaming link.

Want to see what the teachers are talking about? 

What catches my eye is that in a recent survey of over 600 teachers, over 90% of teachers don't believe the administration or school board supports them.

There are lots of links to documents on this web page, and here is an infographic they have shared.

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[When] Are We on the Same Team?

I'll start with a story I heard from my kids several years ago. I wasn't actually there. Every year my parents run a "grandparents camp" where the parents aren't allowed. (Cool, huh?!) And this story is from there.


Two of my nieces (sisters) used to fight a lot. Now they get along well, but back in the day, when they were closer to 8 and 10 years old, that wasn't the case.
So the story goes that they had been fighting while in the car, and they started yelling at each other,

"I'm telling Mom and Dad on you." "I'm telling Mom and Dad on you."

And my kids intervened (according to them), and said,

"What are you two doing?! You're on the same team! You're on the same team!"

*****************************
Side Note: You might be thinking (accurately) that this tells you something about my and my husband's relationship with our kids, and you'd be right...

*****************************

So anyway, I've been thinking about the relationship between parents, teachers, and the school board. Right now, trust is kind of low (between teachers and the school board/administration, for sure, and maybe between parents and the school board as well), and I've been wondering:

Are we on the same team? When are we on the same team?

Take me, for example.
I'm clearly in agreement with lots of the Ann Arbor school administration and board's initiatives: A2 Steam, the IB program, taking a clear stand against guns in the schools, just to name a few.

But I'm not in agreement with some positions they have taken on testing, on the processes for decisions, and on teacher evaluation.
[Quick summary: I believe parents have the right to opt students out of testing; that the end does not justify the means; and that you'll be hearing a lot about teacher evaluation in the coming weeks.]

But I AM completely in agreement with the school board and the administration on how much harder we need to fight to get adequate funding for schools--not just Ann Arbor's schools, but Flint's schools, and Detroit's schools, and Traverse City's schools, and Alpena's schools.

What's more, I really appreciate when the administration and school board are willing to stand up to the state and demand safe schools and well-funded schools.

********************************************

So I sometimes find myself torn. I want to support the school board and administration's work in Lansing; I want to support many local initiatives.

I don't want to support testing. I don't want to support activities that alienate and frighten teachers. I don't want to support pushing anything through without due process (except in an emergency, obviously).

*********************************************

And as I reflect on my children's interactions with their cousins, I think the appropriate answer is:

Sometimes we are on the same team. And sometimes we're not.  But a lot of the time, we're really on the same team, in that we all want the same thing--excellent schools.

Yet we don't necessarily agree on how to get there.

You know what? I don't think that is a bad thing.

*********************************************

I hope we can remember that when it comes to Lansing and funding or keeping guns out of our schools, no matter what our local differences are, we will need to unite.




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ASK ME! An MEA Ad Featuring a Local Teacher

I don't usually enjoy ads, but this one--I did. The theme?

ASK ME.

 Local teacher Patti Smith is featured. See if you can catch her!




 

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Note to Readers

Well, I've been gone from the blog a bit.
About a month ago one of our computers died, giving me less access to the computer. Add to that a lot of (paid) work, an art class (!), some genealogy projects...plus life intervening...and the days turned to weeks.
And, I kind of liked it.
Which means--I'll probably continue to do less blogging, even though we do have a new computer.
But--I am really happy to have guest bloggers--I still have a long list of ideas for projects if you are looking for topics to write on--contact me if you are interested.

[Remember, I did say that I would probably stop blogging about schools when my son graduates--and he is a junior now.]

Also--if you are in the Ann Arbor schools district, I encourage you to follow Monet Tiedemann's web site. Monet has been live blogging the Ann Arbor school board meetings at annarbivore.com. [Unlike me, Monet is looking for donations to keep her work going. It is a time consuming job.]

[And, Lindsay Knake from the Ann Arbor News has also started live blogging the meetings--as part of her Ann Arbor News reporting.]

And by the way, wherever you live, I really encourage you to sometimes go to your school board meetings!

There are also some facebook groups you might be interested in. None of them are affiliated directly with a school district, but are groups of parents, teachers, and other citizens.

Ann Arbor Schools Musings (really meant to get discussions going, though when I post I do usually also post the links there)
Friends of Dexter Community Schools
Michigan Parents for Schools
Save Michigan's Public Schools
Ypsilanti Community Schools Supporters

If there are other groups that should be added to this list, let me know and I will update.

And remember what this is all about:

Read about where this picture comes from, here.

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Event Monday: Want to Know More About How Kids Qualify for Special Ed and What That Means?

Have you been wondering if your child would qualify for special education services? Does your child already qualify, but you are wondering if the right things are written into his or her IEP? What is an IEP, anyway?

This should be a great program at the Pittsfield Branch of the Ann Arbor District Library, 2359 Oak Valley Dr, Ann Arbor, MI 48103--and you don't have to be an Ann Arbor schools parent to come!

An Overview of Special Education and Individualized Education Programs (IEPs) - NEW LOCATIONMonday October 19, 2015: 7:00 pm to 8:30 pm -- Pittsfield Branch, 2359 Oak Valley Dr: Program Room 

This discussion, presented by the Washtenaw Association for Community Advocacy (Washtenaw ACA) and Michigan Alliance for Families (MAF), is designed for parents of children who have Individualized Education Programs (IEPs) or who may be eligible for special education, as well as interested community members including school staff, college students studying education or related programs, and anyone who works with or cares about children who have disabilities.

This session will be presented by Kristen Columbus, M.S. and Sandee Koski, M.A. There will be plenty of time for questions and answers.

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State Legislation: Thank You, Local School Boards, Superintendents, Representatives

I think I would be remiss if I didn't thank the school board and superintendent (and, in fact, not just of Ann Arbor, but of Lincoln schools and maybe some other local ones as well), for taking policy issues to the legislators.

1. Ann Arbor Superintendent Jeanice Swift testified at a Senate Committee hearing against the idea of having guns, whether open carry or concealed carry, in schools. 

Here is an excerpt of her statement:

My remarks today are directed specifically toward the question of allowing concealed carry in pre K-12 schools.  

We recognize the proposed legislation is considered by some as a ‘fix,’ a compromise, an effective way to close the ‘open carry loophole’ that currently exists in Michigan law. Clearly, some consider ‘concealed carry’ as an improvement over ‘open carry.’ 

We understand that the stated intent of the legislation may in part be designed to remove the concerns with weapons that are visibly displayed in school and so prove a disruption to ensuring a safe, secure, learning environment. However, it is overwhelmingly clear that guns, visible or concealed, pose a significant risk to the safety and wellbeing of students, staff, and families at school.

You should read the rest, because Dr. Swift gives some shocking examples that happened in real life, that explain why guns in schools are a bad idea.

2. On the "third grade retention bill," which would provide interventions for struggling readers but also would require kids to be retained, the bill has passed out of the House more or less on party lines. My representative, Adam Zemke, originally was a co-sponsor but withdrew his support. According to this article,

The proposal was approved in a 57-48 vote, mostly along party lines, and now heads to the Senate. Democratic Rep. Adam Zemke of Ann Arbor, an original co-sponsor of the bill and key player in negotiations, withdrew support on the floor and removed his name from the measure.
Zemke had proposed an amendment to allow struggling readers to advance to fourth grade if they were working to improve under an individualized reading plan and had support from school administrators and parents. The amendment was rejected.
"This bill, without that amendment, then tells Johnny none of that (work) matters," Zemke said. "We're going to hold you back regardless. I am not going to remove the hope of a 9-year-old, period."

Thank you Lincoln Consolidated Schools Board for opposing this bill!
Thank you, Representative Zemke! The bill now goes to the Senate.

The bills go to the Senate next. The Capitol is

pretty. What's going on inside? Not so much.

3. The Teacher Evaluation bill passed the House. It's better than it was, but it's still (in  my opinion) bad, and I appreciate Rep. Jeff Irwin's opposition to this bill. He wrote on facebook:

I also have concerns about SB 103, the educator evaluation policy. My opposition stems in part from my opposition to the changes made to the tenure act in 2011. But, my opposition is deeper than my desire to stunt the effect of those changes. Mainly, I'm opposed to the bill because it accepts the toxic notion that education will be improved by more testing and more motivation for the teachers. This bill accelerates the problem we have with teaching to the test. If we want educators to teach to the test, the best way is to approve legislation like this that bases their employment and promotion on testing.
Also, I don't think the tests we're mandating produce consistent and reliable results. In other states that have adopted similar policies relying on testing growth (or value added), teachers are rated highly effective one year and then ineffective the next. The assessments bounce all over and this legislation will provide unreliable information to parents and school leaders. Our students and educators deserve better. (Emphasis added.)

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Lesson Learned? Pb, H2O, EAA & Investigative Reporting

Have you been reading about the scandal with lead [Pb] in the drinking water [H2O] in Flint? 

Maybe you have been wondering who is responsible for this mess. [Hint: start by looking at the emergency manager situation.]

Lead, in the periodic table.

Maybe you have have been wondering about the side effects of lead, and how they might affect a child's learning throughout life. In adults, lead can cause stillbirth, miscarriage, infertility. In kids?

• decreased bone and muscle growth
• poor muscle coordination
• damage to the nervous system, kidneys, and/or hearing
• speech and language problems
• developmental delay
• seizures and unconsciousness (in cases of extremely high lead levels

You know, there is a reason that kids are tested for lead when they go to WIC. 

(Side note: So yes, those kids with problems related to high lead levels could end up with being retained in third grade, if HB 4822 is passed with mandatory retention still in it, and if their learning delays are not diagnosed before then.)

Did you spend last year reading about the EAA, Detroit's "Education Achievement Authority?"

Maybe you wondered who was responsible for the EAA. Maybe you wondered about its staffing, its pay, what kids were getting taught... where the money was coming from, where it was going to...

How did we find out?

Eventually, our standard news outlets started doing a better job covering these stories (see, for example, this story). But in the beginning...in the beginning it was just some activists (education activists in the case of the EAA, and community activists in the case of the Flint water scandal), and a couple of people who were willing and able to investigate these issues. 

Worth noting: These "investigators" were not found where you would normally expect them to be found (by which I mean, the traditional press.)

In the case of the EAA, a state representative, Ellen Cogen Lipton, spent time and money FOIA'ing important documents.

In the case of the Flint water catastrophe, the decision of the ACLU of Michigan to hire an investigative reporter, Curt Guyette, a couple of years ago, made the difference.

In both cases, the links between state-directed emergency management and problems that directly injure kids and their families are inescapable. 

But what's also inescapable is that non-traditional investigations, using tools like the Freedom of Information Act, and with the person or people driving the investigation not being traditional reporters, made these stories see the light of day. 

Lessons learned:

We need more investigative reporters.
If we don't get them from our traditional news sources (and sometimes we do), we need to turn ourselves into citizen investigators.
I am grateful--very, very grateful--for the individuals and organizations that have invested time, effort, and energy into uncovering these stories.

What stories do you think need investigating, that haven't been investigated yet?


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Thoughts on Capsule Night--and a Wish

Capsule Night--not sure where the name came from--in some schools it is called Curriculum Night.

First of all, it's fabulous. Fabulous to see the teachers. (I kind of wish they did it each semester.) Fabulous to get a sense of my child's day, and at least create a mental map of where he is in each class. How many stairs does he climb every day?

Second of all, it's fun to see the parents--the ones I know, the ones I don't know. It made me realize I miss a lot of people whom I used to see regularly, back in elementary school. Next year, can we pair capsule night with some social time for parents at a coffee shop or bar? (Or in the school...)

Third of all, even though the classes are, like, 12 minutes each, I felt like I was sitting all too long! (Which is really funny, because mostly, I sit at a computer in my day job...)

Fourth of all--I was struck by how much access to computers teachers are requiring. And I wondered--if we didn't have more than one computer at our house--and/or if we had more than one child in high school now--that could potentially be a big problem. The technology divide seems to get bigger. And it's a lot more computer work than I remember from my two older kids. Which really makes me wonder--how much of that is necessary? Because exacerbating a technology divide is not a good thing.

Last, but not least, a wish:

Every year when I walk into the math class at Capsule Night, it reminds me that I wish the school district would offer a free evening class in every middle school and high school for parents, on how to use a graphing calculator. I'm sure it's not hard, but we didn't use them back when I took Algebra...or Geometry...or Trig....or Calculus. You know, back when the dinosaurs were alive.


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Reading--The Legislature Is Too Interested, the State Supreme Court Is Not Interested Enough

Third Grade Reading Bill Passes House Education Committee--What's In It?

The "third grade reading bill," as it is being called in shorthand, has passed the state house education committee. To my great disappointment, my representative (Adam Zemke) has signed on as a sponsor.


5) BEGINNING WITH PUPILS ENROLLED IN GRADE 3 DURING THE 2016-
8 2017 SCHOOL YEAR, ALL OF THE FOLLOWING APPLY:
9 (A) IF A PUPIL ENROLLED IN GRADE 3 IN A SCHOOL DISTRICT OR
10 PUBLIC SCHOOL ACADEMY IS RATED 1 FULL GRADE LEVEL OR MORE BEHIND IN
11 READING, AS DETERMINED BY THE DEPARTMENT BASED ON THE READING12 PORTION OF THE GRADE 3 STATE ENGLISH LANGUAGE ARTS ASSESSMENT, THE
13 BOARD OF THE SCHOOL DISTRICT OR BOARD OF DIRECTORS OF THE PUBLIC
14 SCHOOL ACADEMY IN WHICH THE PUPIL IS ENROLLED SHALL ENSURE THAT THE
15 PUPIL IS NOT ENROLLED IN GRADE 4 UNTIL 1 OF THE FOLLOWING OCCURS:
16 (i) THE PUPIL ACHIEVES A GRADE 3 LEVEL READING SCORE AS
17 DETERMINED BY THE DEPARTMENT BASED ON THE GRADE 3 STATE ENGLISH
18 LANGUAGE ARTS ASSESSMENT.
19 (ii) THE PUPIL DEMONSTRATES A GRADE 3 READING LEVEL THROUGH
20 PERFORMANCE ON AN ALTERNATIVE STANDARDIZED READING ASSESSMENT
21 APPROVED BY THE SUPERINTENDENT OF PUBLIC INSTRUCTION.
22 (iii) THE PUPIL DEMONSTRATES A GRADE 3 READING LEVEL THROUGH A
23 PUPIL PORTFOLIO, AS EVIDENCED BY DEMONSTRATING MASTERY OF ALL GRADE
24 3 STATE ENGLISH LANGUAGE ARTS STANDARDS THROUGH MULTIPLE WORK
25 SAMPLES.
26 (B) IF A CHILD YOUNGER THAN 10 YEARS OF AGE SEEKS TO ENROLL
27 FOR THE FIRST TIME IN A SCHOOL DISTRICT OR PUBLIC SCHOOL ACADEMY IN 
1 GRADE 4, THE BOARD OF THE SCHOOL DISTRICT OR BOARD OF DIRECTORS OF
2 THE PUBLIC SCHOOL ACADEMY SHALL NOT ALLOW THE CHILD TO ENROLL IN
3 GRADE 4 UNLESS 1 OF THE FOLLOWING OCCURS:
4 (i) THE CHILD ACHIEVES A GRADE 3 LEVEL READING SCORE AS
5 DETERMINED BY THE DEPARTMENT BASED ON THE READING PORTION OF THE
6 GRADE 3 STATE ENGLISH LANGUAGE ARTS ASSESSMENT.
7 (ii) THE CHILD DEMONSTRATES A GRADE 3 READING LEVEL THROUGH
8 PERFORMANCE ON AN ALTERNATIVE STANDARDIZED READING ASSESSMENT
9 APPROVED BY THE SUPERINTENDENT OF PUBLIC INSTRUCTION.
10 (iii) THE CHILD DEMONSTRATES A GRADE 3 READING LEVEL THROUGH A
11 PUPIL PORTFOLIO, AS EVIDENCED BY DEMONSTRATING MASTERY OF ALL GRADE
12 3 STATE ENGLISH LANGUAGE ARTS STANDARDS THROUGH MULTIPLE WORK
13 SAMPLES.

In other words--typically a student could be held back based on just his or her performance on a state test. 

14 (C) SUBJECT TO SUBSECTION (12), IF A PUPIL IS NOT ENROLLED IN
15 GRADE 4 DUE TO THE OPERATION OF THIS SUBSECTION AND THE PUPIL HAS
16 DEMONSTRATED PROFICIENCY IN MATHEMATICS, SCIENCE, WRITING, OR
17 SOCIAL STUDIES AS DETERMINED BY THE GRADE 3 STATE ASSESSMENT IN THE
18 APPLICABLE SUBJECT AREA OR BY THE PUPIL'S GRADE 3 READING TEACHER,
19 THE BOARD OF THE SCHOOL DISTRICT OR BOARD OF DIRECTORS OF THE
20 PUBLIC SCHOOL ACADEMY SHALL ENSURE THAT THE PUPIL IS PROVIDED WITH
21 INSTRUCTION COMMENSURATE WITH THE PUPIL'S ACHIEVEMENT LEVEL IN THAT
22 SPECIFIC SUBJECT AREA. THIS INSTRUCTION MAY BE GIVEN IN A GRADE 4
23 CLASSROOM SETTING.

In other words, a student might be "moved up" to Grade 4 for math and science and social studies, and then pulled out for reading intervention, but not actually called a "4th grader" unless his or her reading progressed.

24 (6) FOR PUPILS WHO ARE NOT ADVANCED TO GRADE 4 OR CHILDREN WHO
25 ARE NOT ENROLLED IN GRADE 4 DUE TO THE OPERATION OF SUBSECTION (5),
26 THE SCHOOL DISTRICT OR PUBLIC SCHOOL ACADEMY SHALL PROVIDE A
27 READING INTERVENTION PROGRAM THAT IS INTENDED TO CORRECT THE 
1 PUPIL'S SPECIFIC READING DEFICIENCY, AS IDENTIFIED BY A VALID AND
2 RELIABLE ASSESSMENT, AND ADDRESS ANY BARRIERS TO READING. THIS
3 PROGRAM SHALL INCLUDE EFFECTIVE INSTRUCTIONAL STRATEGIES NECESSARY
4 TO ASSIST THE PUPIL IN BECOMING A SUCCESSFUL READER, AND ALL OF THE
5 FOLLOWING FEATURES, AS APPROPRIATE FOR THE NEEDS OF THE INDIVIDUAL
6 PUPIL:
7 (A) A REDUCED PUPIL-TEACHER RATIO OR 1-TO-1 READING
8 INTERVENTION WITH A VOLUNTEER.
9 (B) ASSIGNING TO THE PUPIL A HIGHLY EFFECTIVE TEACHER OF
10 READING AS DETERMINED BY THE TEACHER EVALUATION SYSTEM UNDER
11 SECTION 1249, THE HIGHEST EVALUATED TEACHER IN THE SCHOOL AS
12 DETERMINED BY THAT SYSTEM, OR A READING SPECIALIST.
13 (C) READING PROGRAMS THAT ARE RESEARCH-BASED AND HAVE PROVEN
14 RESULTS IN ACCELERATING PUPIL READING ACHIEVEMENT WITHIN THE SAME
15 SCHOOL YEAR.
16 (D) READING INSTRUCTION AND INTERVENTION FOR THE MAJORITY OF
17 PUPIL CONTACT TIME EACH DAY THAT INCORPORATES OPPORTUNITIES TO
18 MASTER THE GRADE 4 STATE STANDARDS IN OTHER CORE ACADEMIC AREAS.
19 (E) DAILY TARGETED SMALL GROUP OR 1-TO-1 READING INTERVENTION
20 THAT IS BASED ON PUPIL NEEDS, DETERMINED BY ASSESSMENT DATA, AND ON
21 DIAGNOSED BARRIERS TO READING AND THAT INCLUDES EXPLICIT AND
22 SYSTEMATIC INSTRUCTION WITH MORE DETAILED AND VARIED EXPLANATIONS,
23 MORE EXTENSIVE OPPORTUNITIES FOR GUIDED PRACTICE, AND MORE
24 OPPORTUNITIES FOR ERROR CORRECTION AND FEEDBACK.
25 (F) ADMINISTRATION OF ONGOING PROGRESS MONITORING ASSESSMENTS
26 TO FREQUENTLY MONITOR PUPIL PROGRESS.
27 (G) SUPPLEMENTAL RESEARCH-BASED READING INTERVENTION DELIVERED 
1 BY A TEACHER OR TUTOR WITH SPECIALIZED READING TRAINING THAT IS
2 PROVIDED BEFORE SCHOOL, AFTER SCHOOL, DURING REGULAR SCHOOL HOURS
3 BUT OUTSIDE OF REGULAR ENGLISH LANGUAGE ARTS CLASSROOM TIME, OR ANY
4 COMBINATION OF THESE.
5 (H) PROVIDES PARENTS AND LEGAL GUARDIANS WITH A "READ AT HOME"
6 PLAN OUTLINED IN A PARENTAL CONTRACT, INCLUDING PARTICIPATION IN
7 PARENT AND GUARDIAN TRAINING WORKSHOPS AND REGULAR PARENT-GUIDED OR
8 GUARDIAN-GUIDED HOME READING.

Yes, that would mean the teacher assessed as "highly effective" based in large part on test score evaluations. And who is going to pay for the reading interventions? 

[Side note, but totally relevant: The ACLU of Michigan had brought a lawsuit forward based on Highland Park's failure to teach kids to read, and the Supreme Court of Michigan just declined to hear it. People, it's all about funding, and poverty... Go to the end of this piece to read an excerpt of the ACLU statement, or follow the link.]

9 (7) IF THE SUPERINTENDENT OF THE PUPIL'S SCHOOL DISTRICT OR
10 CHIEF ADMINISTRATOR OF THE PUPIL'S PUBLIC SCHOOL ACADEMY GRANTS A
11 GOOD CAUSE EXEMPTION FROM THE REQUIREMENTS OF SUBSECTION (5)(A) FOR
12 A PUPIL, THEN A PUPIL MAY BE ADVANCED TO GRADE 4 WITHOUT MEETING
13 THE REQUIREMENTS OF SUBSECTION (5)(A). A GOOD CAUSE EXEMPTION MAY
14 BE GRANTED ONLY ACCORDING TO THE PROCEDURES UNDER SUBSECTION (9)
15 AND ONLY FOR 1 OF THE FOLLOWING:
16 (A) THE PUPIL IS A STUDENT WITH AN INDIVIDUALIZED EDUCATION
17 PROGRAM WHOSE INDIVIDUALIZED EDUCATION PROGRAM TEAM DETERMINES THAT
18 THE PUPIL IS INELIGIBLE TO TAKE THE STANDARD GRADE 3 STATE
19 ASSESSMENT, OR THE MI-ACCESS ASSESSMENT OR ANY SIMILAR ALTERNATIVE
20 STATE ASSESSMENT, ACCORDING TO HIS OR HER INDIVIDUALIZED EDUCATION
21 PROGRAM.
22 (B) THE PUPIL IS A LIMITED ENGLISH PROFICIENT STUDENT WHO HAS
23 HAD LESS THAN 2 YEARS OF INSTRUCTION IN AN ENGLISH LANGUAGE LEARNER
24 PROGRAM.
25 (C) THE PUPIL HAS RECEIVED INTENSIVE READING INTERVENTION FOR
26 2 OR MORE YEARS BUT STILL DEMONSTRATES A DEFICIENCY IN READING AND
27 WAS PREVIOUSLY RETAINED IN KINDERGARTEN, GRADE 1, GRADE 2, OR GRADE 
1 3.

For crying out loud! This implies that you could have 10 and 11 year olds in with your 8 year olds. Think that makes any sense developmentally? 

It's also worth noting that dyslexia organizations are upset this bill was developed without them. Reading disabilities are often not diagnosed until third or fourth grade.

Here's the full bill. 

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Supreme Court Refuses to Hear ACLU of Michigan lawsuit

The ACLU had brought forward a case filed on behalf of eight public-school students in Highland Park who contend that the district has failed to meet its obligation to ensure basic literacy skills among children in the district.

By car, it's a little over an hour to drive from Highland Park to Lansing,
but clearly it's a world away. Screenshot from Google Maps.

As the ACLU writes, "Today the state Supreme Court refused to hear a case that ruled against children whose schools have failed to teach them to read.   While the trial court decided that The appellate court said that the state has no enforceable duty to ensure that schoolchildren actually learn fundamental skills such as reading – but rather is obligated only to establish and finance a public education system, regardless of the quality of that system. Waving off decades of historic judicial precedent, the majority opinion contended that “judges are not equipped to decide educational policy"... 

Dissenting from the majority opinion, Judge Douglas Shapiro accused the Court of Appeals of “abandonment of our essential judicial roles, that of enforcement of the rule of law even where the defendants are governmental entities, and of protecting the rights of all who live within Michigan’s borders, particularly those, like children, who do not have a voice in the political process. 

ALSO (my summary): The Supreme Court ACKNOWLEDGED an abysmal failure of the system, but by refusing to hear the case essentially said, "It's not our problem."

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Connect...the....Dots 

Guess what? In Highland Park, in the lawsuit, a majority of kids failed the state assessment for proficiency in reading. The district had no money. Has no money. Is under emergency management. Can you imagine having all those kids held back, for one, two, or three years?

The state is ABDICATING its responsibility to help kids in poverty-stricken districts, especially, and no amount of "third grade reading bills" that require expensive interventions but don't provide any money for them is going to solve that problem.

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Pedestrian Safety Report Is Out--You Can Make A Difference

The past two days, Jews around the world marked the start of the Jewish New Year, or Rosh Hashanah. In case you're wondering what that has to do with schools, or pedestrian safety, let me tell you.

A year ago last night (counting by the Jewish calendar*), on the second night of Rosh Hashanah, a little girl named Anna Hendren Schwalb was hit by a car in Ann Arbor, and she unfortunately did not survive. In Anna's memory, last year I wrote about how pedestrian deaths--of children--are more common than you would think.

Ann Arbor averaged 55 pedestrian crashes per year for the five-year period 2010-2014; this was a 22% increase over the average of 45 pedestrian crashes for the previous five-year period 2005-2009. In addition, using those same two periods, the total number of incapacitating injuries resulting from pedestrian crashes increased 100% (22 to 44), and the total number of fatalities increased from 2 to 6. . . And while Ann Arbor crashes involving pedestrians represent only 16% of all crashes in the City of Ann Arbor, pedestrians account for one-third (1/3) of the fatalities and almost one-quarter (1/4) of all serious injuries. --From the City of Ann Arbor Pedestrian Safety & Access Task Force Report, p. 3

The fact is, when it comes to car-pedestrian, or car-bike accidents, it's not exactly a fair match-up.**

Anyway--I was already interested in pedestrian safety, but Anna's death made me pay attention to the city's Pedestrian Safety and Access Task Force. And last night, exactly a year after Anna was hit by the car, the task force presented their findings to city council at a working session.

And yes, I think that this is definitely a school issue. Many kids do walk or bike to school; and many don't, because their parents don't feel that where they would need to walk would be safe. Many kids walk to school on roads without sidewalks; cross roads without crosswalks; leave their houses before it is light, or return home when it's already dark.

Cover page of the Pedestrian Safety & Access Task Force.
You can find the report online here.

The Task Force identifies "Seven Symptoms" in their report--one specifically calls out children walking or biking to school, but I think the others all relate to schools as well:

1. Motorists passing other Vehicles that are stopped for Pedestrians in a Crosswalk. 
2. Motorists failing to stop for Pedestrians at Midblock Crosswalks. 
3. Motorists failing to stop for Pedestrians at School Crosswalks. Marked school crosswalks are not immune to symptoms 1 and 2. 
4. Motorists failing to yield to Pedestrians when Turning at Intersections. 
5. Inconsistent Signing, Marking and Signaling of Crosswalks. 
6. Snow and Ice Accumulation on Sidewalks and Crosswalks Inhibiting Pedestrian Travel. 
7. Motorists Speeding in Residential Neighborhoods.

There are a lot of recommendations. I am not going to summarize them here. I'm just going to say--you should read the report.

Beyond reading, though, what can you do?

1. Support the proposals in the task force report--some of them take money, some of them take time, some of them take awareness. Remember, support can be beautiful.

2. "If you see something, say something." If you see something that seems unsafe for pedestrians or bicyclists, speak up! The right "authority" to notify might be the schools, or city council, or township government, or the county road commission. Recently, I put in a request through my city council representative to have the Newport/Red Oak flashing yellow light become flashing red around the times that school starts and school ends. I don't know whether that will happen, but I realized--it doesn't hurt to ask.

3. Slow down. Yes, I'm talking to myself here, too. In fact, one of the recommendations is to work toward speed limits of 25 miles per hour or less city wide. As the report notes, "any residential street where the 85 percentile speed is greater than 25 mph or a school zone where the 85 percentile speed is greater than 25 mph during school hours should be evaluated for geometric, signal timing and roadside improvements that have been shown to reduce the speed of motor vehicles."

And why are we doing this? To make this place safer--for kids, and for adults, for pedestrians, for bicyclists, and for drivers.


*The Jewish calendar is lunar-solar, so it doesn't match up exactly with the secular calendar. The events I'm talking about took place a few weeks later in 2014.

**And I was reminded of this last month, when my husband was in a car-bike accident. He was the one on the bike. Luckily, he's fine (just a few scratches), thank you for asking. The bike was quite damaged. The car? unscathed. Whatever numbers of accidents they have compiled, I'm pretty sure that it's an undercount. For example, my husband and the car driver did not immediately file a police report (or exchange numbers! that was a mistake!)--my husband filed it several days later. How many accidents never get reported, or counted?

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Lieutenant Governor Brian Calley a Champion for Special Education

Last year, Lieutenant Governor Brian Calley held a statewide "listening tour" around the needs of families with
kids in special education.

Today, he made this presentation (short, easy to read) to a very interested Michigan Board of Education.

http://www.michigan.gov/documents/snyder/CalleyPresentationToStateBoardofEducation_Sept82015_499324_7.pdf

Lt. Governor Brian Calley

Calley's key points:

1) Develop a more inclusive and transparent rulemaking process

Michigan needs to develop a better system for informing and engaging with consumers of special education services before and during the rulemaking process. 

2) Improve access to, and the scope and quality of, services

Many parents reported that there is an expectation that children fit into the school’s structure, rather than the school providing what the child needs. Schools should have services that are better tailored to the specific needs of the child. Individual Education Plans (IEPs) should indeed be individualized. 

3) End the practices of restraint and seclusion

Using restraint and seclusion in schools is far more common than many people believe. Years ago, the state Board of Education established a policy significantly limiting the use of these practices to instances involving imminent danger to a child or their peers. This policy, however, does not carry the force of law and is ultimately voluntary.

Michigan Radio did a nice piece on this part of Calley's report.

4) Create a better dispute resolution process

Too many IEP disputes result in lawsuits and drawn-out confrontations. When a parent believes their child is not receiving the public education they are entitled to, in the least restrictive environment, there should be a better option than litigation. 

5) Support parents more with resources and options

Families need to understand what their rights are and how the IEP process works. Many described being overwhelmed and confused and even feeling "run over" as they went through what is supposed to be a collaborative process to help their child.

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How Was Day One?

For Rufus Moffat, a child in one of my favorite series of books (The Moffats! The Moffat Museum! The Middle Moffat! Rufus M.!), the first day of kindergarten brings a major challenge! Read the books! [The story of Rufus's first day of kindergarten is in The Moffats. I think my favorite book in the series is The Moffat Museum.]

So how was school for you today?

For my family, well--we only have one child still in the K-12 school system, and he's a veteran! (He's a junior in high school now.) So it was not really all that exciting.

That is in contrast to the past two years, where we had Youth For Understanding exchange students. It turns out that for exchange students, the first day of school is extremely exciting. They have no idea what to expect, they know very few people in town... so the calm in our house last night was a little...deflating after the experience of the past two years. [By the way--both years, our experience with YFU exchange students was excellent, and I am happy to talk to you about it if you are interested.]

If you're a teacher, if you're a parent, if you're a student....

What went well on Day 1? What needs improvement?

Were you welcoming students this morning at one of the Ypsilanti Community Schools? Was your child taking an AAATA bus or an AAPS (Durham) bus? Was your child switching schools? Are you a teacher in a school that is new to you?

Post your comments below!




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Ten Thoughts for the Last Two Weeks Before School Starts

1. M-Live has an article, that says there may be a tentative agreement between the teachers and the Ann Arbor school district. I have no idea if it is true, but here is the article (along with a document that looks authentic). If you haven't already read it, take a look, and see what you think.

One thing is for sure--even if there is a contract that ends up being like the tentative agreement referenced above, I think it's going to take a bit more to mend fences between the teachers and the administration.

2. Apparently, a lot of people were unaware that Powerschool is owned by Pearson Systems. Yup. Pearson has been in our district with Powerschool since 2007 (and many, many others too)--and probably earlier with textbooks. The alternatives to Powerschool are also owned by big corporations. I guess the question is (and I don't know)--what kind of data does Pearson get to use and keep about us and our children? What kind of safeguards are there? (And starting this year, I believe grading will also be done in Powerschool.) Powerschool is a *huge* convenience--but based on my facebook feed this afternoon, parents need to be convinced that our data is safe.

3. Riding my bike past the "Pathways Campus" today, I decided I like that name, much much better than the old A2Tech name. It implies that there are multiple ways of getting to the same destination.

4. Please--as you turn your thoughts toward the school year--take my survey and offer some meaningful critiques of the Ann Arbor district's new web site. It's my impression that a lot of stuff that was on the old web site is not on the new web site, but I don't know if that's true, that is really based on some cursory searches that I have done. What do you like and what don't you like? Take the survey!

5. Want to be a guest blogger? Let me know.

6. Back to School Helpline: From 8 a.m. to 8 p.m. you can call 734-660-9911. 
Email:  backtoschool@a2schools.org 

Now that helpline is truly a great idea--I have often gotten panicked questions from parents in the last few days before school. I hope it works well (in other words, I hope that they have the staffing to handle the call volume). I also hope that the people answering the phones have the correct answers at their fingertips.

At the end of Rick's Run, 2014.
I got my son to come with me! Thanks Joel!

7. Let's talk about Rick's Run! It's a fundraiser for Ann Arbor Rec & Ed scholarships, in memory of Rick DeKeon, a favorite PE teacher at Northside Elementary who was also active with Rec & Ed. I ran last year (the inaugural run) and it was at Pioneer, and it was freezing cold. OK, actually, I half ran and half walked, and it really doesn't matter, you can run or walk. It's a little bit earlier this year so it should be a little warmer (October 24th) and I'm signing up! Join me? (Maybe I should form a team...the blogspots?) You can register as a family or an individual right here, and tomorrow (Monday! August 24th) is the last day for a discount. Who's with me?!

[I went searching for the piece I wrote about Rick DeKeon and the Northside naming of the gym in his honor, and now there is a new gym being built over at Northside--so I'm wondering if the new gym will also be named after him.]

8. There is a really interesting lawsuit coming out of New York about how standardized testing can (or can't)--certainly shouldn't!--be used to evaluate teachers.


New York: Controversial teacher evaluation method is on trial--literally--and the judge is not amused

and a Slate piece on why this is a big deal.

9. Also in New York, where about 20% of students opted out of standardized tests, the New York Times reports that school districts will not lose money.

10. John Oliver takes on standardized testing!



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